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teacher training CI

As the designer and primary deliverer of the teacher induction programme at the Manchester Confucius Institute (CI), I am proud to reflect on the journey of shaping this transformative initiative. 

Over nearly a decade, this programme has evolved into a cornerstone of our mission to bridge linguistic and cultural gaps, equipping new teachers with the skills, confidence, and cultural understanding necessary for success in the UK education system.

Crafting a tailored induction experience

The new teacher induction programme was born out of a deep understanding of the challenges that new teachers from China face when adapting to a completely different educational environment. Each year, I work closely with my colleagues to design a programme that supports this transition and helps our new team members thrive. Our teachers, who major in Teaching Chinese as a Foreign Language at Beijing Normal University, embark on an eight-week intensive training that blends theoretical learning with hands-on practice.

This programme is designed not only to teach them how to adapt their teaching methods to cater to UK learners but also to empower them with a comprehensive understanding of Intercultural communication, Classroom behaviour management in schools, Confucius Institute policies, Life in the UK, Oral English and The UK education system.

Additionally, we equip our teachers with the skills to deliver Chinese cultural workshops, including activities such as calligraphy, brush painting, language tasters, arts and crafts, Tai Chi and musical instruments. These workshops are not just about teaching skills but about fostering cultural exchange and deepening learnersÇà¹ÏÊÓƵ™ appreciation of Chinese heritage.

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Innovative pedagogies and practical support

As the primary facilitator of the programme, I have ensured that we adopt cutting-edge teaching methodologies that meet the evolving needs of modern classrooms. Key elements include:

1. Communicative Language Teaching (CLT): Enabling teachers to design lessons that promote real-life communication and interaction.
2. Task-Based Learning: Encouraging problem-solving and practical language application.
3. Integration of Technology: Training teachers to use ICT tools, language apps and online platforms to enhance student engagement.
4. AI in Education: Introducing AI-powered tools for personalised learning experiences.
5. Cultural Immersion: Weaving elements of Chinese culture into lessons to make language learning more holistic and engaging.

Practical teaching experience is at the heart of this programme. From simulated teaching scenarios to peer observations and constructive feedback, our approach ensures that each teacher grows in confidence and skill. I take great care in providing consistent mentorship and creating a supportive environment where teachers feel empowered to share challenges and celebrate successes.

Celebrating success and looking ahead

Reflecting on the impact of the programme, I am humbled by the positive feedback we receive each year. Many participants highlight how the programmeÇà¹ÏÊÓƵ™s balance of theory, practice, and cultural integration has transformed their teaching approach and instilled a deep sense of confidence in their abilities. Our teachers continued to win top prizes in the UK National Teaching Competitions in the last few years, and we are also proud to see our student numbers steadily increasing each year.

This year, I was thrilled to welcome a . Their enthusiasm and commitment remind me why this programme matters so much. I look forward to guiding them on this journey, helping them adapt, grow, and succeed in their roles as educators and cultural ambassadors.

I would also like to express my gratitude towards the CI directors especially Karen who provided me support for the design of this programme.

Want to find out more about our teaching pedagogy and innovative approaches at Manchester CI? Here are a couple of my published articles, where you can learn more.

1. Yang, L. & Wang, C.(2020). International Journal of Chinese Language Teaching(2020) Vol.1(2) 38-61
2. Yang, L. & Weizhi, Z.(2018). , Vol.57 No.4 19, The Linguist - The Linguist 57,4 - August/September 2018

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